On The Application Of Multimodal Discourse Analysis To Junior Middle School English Teaching

With the development of modern information technology, the transmission andexpression of information have become a process with various models being involved.As a result, multimodal discourse analysis has become a common concern of scholarsboth at home and abroad. In the1990s, the multimodal discourse analysis theory wasextended into teaching research field and achieved good teaching effects. At present,multimodal discourse analysis is still in its early stage in our country, and most of therelevant researches just introduce or summarize the previous foreign research results.The researches combining multimodal discourse analysis with English teachingmainly focuses on college language teaching and learning, and there is almost no casestudy for junior middles. Thus, this research intends to apply multimodal discourseanalysis to junior middle school English teaching and learning. First, through twoquestionnaires, an investigation is carried out into the application of various kinds ofmodels in current English teaching. Following that, is the teaching experiment guidedby the multimodal discourse analysis theory, The study aims to find out whether themulti-modal teaching helps to increase the students ’ interest in learning English andwhether it helps to improve the effectiveness of teaching. Then the study furtherexplores how to make scientific and effective use of the multi-modal discourseanalysis in junior high school English classroom.This study is an empirical research, with100students from a middle school inJinan, as the subjects. The research instruments include two questionnaires, tests andteaching experiment. The study aims to reach relevant conclusions by comparingstudents’ grades before and after the experiment.Through data analysis of the questionnaires and teaching experiments, thefollowing conclusions can be generalized. First, English teachers have already tried toapply the multimodal teaching to middle school English teaching and learning.Second, most of the teachers and students believe that the multimodal teaching canhelp better understand and grasp the language knowledge. Third, under the guidance of multimodal discourse analysis theory, the students from the experimental classshow greater interest in learning English and make greater progress in Englishlearning. Finally, through classroom observation, the author finds that more studentsare engaged in classroom activities and show more confidence in English learning.Based on the investigation and research results, this thesis puts forward thefollowing suggestions. Firstly, English teachers should employ modern educationtechnology and the multimodal teaching so as to attract students’ attention and reducethe difficulty of the complex knowledge. Then, in the multimodal discourse analysisguided instruction design, the principle should be that taking multimodal discourseanalysis as the teaching tool, as a teaching assistant and as a complement for teaching.Besides, teachers should try to arouse the enthusiasm of students in the process ofteaching, stimulate them to really participate in the multimodal teaching and learning.It is believed that junior school English teaching under the guidance ofmultimodal discourse analysis theory meet the development requirements of the times.Modern education technology should be made full use of in junior middle schoolEnglish teaching. The students’ horizon should be broadened and their interest inlanguage learning should be aroused in the teaching process. It is true that the realcultural and situational context can increase the students’ interest in English learning.Through multimedia and effective methods, abstract knowledge can be made easier tounderstand. It can’t be denied that the advantages of multimodal teaching havebecome more and more obvious. As a result, it is inevitable that the multimodalteaching will become the trend of modern classroom development. It is sincerelyhoped that this study will provide some certain theoretical guidance for multimodalteaching design, and produce certain referential significance for junior Englishteaching practice.